Baltimore
Program Helps New Teachers Get Off to a Good Start
"I feel
more comfortable and have more insight into exactly what to expect. I
feel as if I have friends I can reach out to as a support group. I don't
feel as if I am doing this alone." Those are the words of Eric Chancey,
one of the participants in a unique summer program for new teachers in
Baltimore, Maryland. The program provides new teachers with important
lessons on how to handle the first-year highs and lows -- and thrive!
Included: Comments from Marsha Taylor, coordinator
of the program, and from teachers who have participated in the program
during the last two years.
When first-year teacher Jason Beall steps into his classroom for the
first time, he will have a head start on managing life at school.
Beall is one of 400 new teachers participating in the New Teacher Training
Institute, a voluntary four-week summer program for newly hired teachers
in Baltimore, Maryland. Now in its second year, the institute provides
hands-on lessons and much-needed support for new teachers.
Beall, who will teach high school math, switched careers after working
for two years at an accounting firm. "For someone like me, I couldn't
make it in the classroom without this program, said Beall.
'GIVE THEM THE BAG OF TOOLS THEY NEED'
Marsha Taylor, program coordinator, says the New Teacher Training Institute
is the first of its kind in the state of Maryland. The intensive program
provides practical strategies in a host of areas, including lesson planning,
preparation, and instruction; the creation of student portfolios; classroom
management and discipline; and communication with parents. "Our job is
to give them the bag of tools they need," said Taylor.
The participants are grouped by the grade level and/or content area they
will teach. Each class has no more than 35 participants. Participants
earn a stipend of $125 a day. Taylor notes that enrollment in this year's
program doubled last year's.
Curriculum specialists or classroom teachers teach all sessions. Lendora
Cleveland, a language arts instructional support teacher, is a presenter
for the second year. A 12-year system veteran, Cleveland enjoys the enthusiasm
of the new recruits. "They are very eager," said Cleveland. "They
listen to everything we say."
In addition to receiving classroom instruction, the participants visit
summer school programs to observe Baltimore city students at work. Participants
also learn to incorporate cultural resources and presentations into the
classroom curriculum by visiting educational and cultural institutions,
such as the Maryland Historical Society, and attending performances by
local arts groups.
In August, all Baltimore teachers participate in a mandatory, five-day
orientation. During that week, the new teachers review what they learned
in the voluntary program. "This is the time to extend and refine," explained
Taylor.
At the end of the mandatory week, all teachers go to their assigned
schools. The principals plan site orientations in their buildings for
the new teachers. Taylor encourages the new teachers to use this time
to talk to their principals and ask questions.
SUPPORT AND STABILITY
From the Education
World Archives
Following are a handful of previously published Education
World articles that may be helpful to readers of this story:
In addition to the lessons they learned over the summer, the new teachers
receive follow-up support throughout their first year in the classroom.
Each school provides assistance for new teachers. The form of the assistance
varies from support committees to buddy systems to mini-workshops. New
teachers also participate in mandatory after-school workshops each month.
Support brought teachers such as Sherri Knight and Mark Conrad to Baltimore
-- and keeps them in system.
Sherri Knight, a seventh- and eighth-grade special education teacher
at Chinquapin Middle School, will soon begin her second year in the system.
Knight, who was a trainer in this year's summer institute, taught at a
residential center for six years before going to Baltimore. Although she
entered the system as an experienced teacher, Knight feels her first year
would have been difficult without the program. "Because of the demands
put on a new teacher, without having staff available, a new teacher would
be lost in the system and would not know where to go for assistance,"
said Knight. "I felt there was stability and a lot of support systems
in Baltimore for new teachers."
Mark Conrad is second-year language arts teacher at Francis Scott Key
Technology Magnet School. Conrad, who had been living and teaching in
Colorado, moved to Baltimore when his wife began studying at Johns Hopkins
University. Conrad saw the move as an opportunity to teach in an urban
setting.
"I had never taught in an urban environment, and the program informed
me about a large system," said Conrad. "The program lets teachers know
what the responsibilities of the job are and what types of monitoring
and testing are done." Conrad also said that the program helps first-year
teachers learn how to "teach through moments of disillusionment" and succeed.
Conrad, who was also a presenter in this summer's institute, especially
enjoyed the support system that he says was enriched by the presence of
veteran teachers and the "collegiate bond" created by new teachers. Conrad
said some of the new teachers formed a book group to read and discuss
education texts and leisure books.
POSITIVE RESULTS
If the results from last year's New Teacher Training Institute are any
indication, the program seems to be working. Marsha Taylor says that of
the 170 participants who attended all four weeks of the institute last
year, only nine -- about 5 percent -- have left the school system. Evaluations
of the program by last year's participants were also extremely positive.
"Many said there was no way they could have made it through the first
year without the program," said Taylor. "I think we are doing a good job
if we can help keep a teacher in the classroom. If we can help a teacher
succeed, then our children will succeed as well."
Presenter Lendora Cleveland notices a difference between the teachers
who participate in the institute and those who do not. "The program participants
don't seem as overwhelmed as their peers who have not been through the
program," said Cleveland. "They are much more prepared."
New teacher Eric Chancey says his participation in the program makes
him feel less anxious about his first year in the classroom. Chancey,
who will teach special education students at Calverton Middle School,
earned a degree in child psychology from Morgan State University.
"I feel more comfortable and have more insight into exactly what to
expect," said Chancey. "I feel as if I have friends I can reach out to
as a support group. I don't feel as if I am doing this alone."
As the new school year approaches, the presenters wish the novice teachers
well -- and offer some words of advice.
"Enter the school with a positive attitude, have a desire to want to
teach, use the resources that are available so that students can be successful,"
said Sherri Knight. She also advises the new recruits to seek help when
they need it. "It's OK to feel frustrated, confused, and stressed," said
Knight. "The positive result is that one overcomes that in time."
No doubt Eric Chancey will take that advice. He's eager to get started
and anticipating one thing in particular on the first day of school. "I'm
looking forward to my students' calling me Mr. Chancey. It will be nice
to hear that."
Baltimore
Program Helps New Teachers Get Off to a Good Start 
The participants are grouped by the grade level and/or content area they
will teach. Each class has no more than 35 participants. Participants
earn a stipend of $125 a day. Taylor notes that enrollment in this year's
program doubled last year's.
Presenter Lendora Cleveland notices a difference between the teachers
who participate in the institute and those who do not. "The program participants
don't seem as overwhelmed as their peers who have not been through the
program," said Cleveland. "They are much more prepared."